Writing Across the Curriculum for Middle School ELLs and SWDs

Using Writing to Teach Self-Advocacy

When do students with special needs who have been supported in all aspects of their educational experiences become active participants, instead of passive bystanders? When do they transition into being self-advocates, instead of being the reason for teacher advocacy? How does this transition happen, and how can writing help? These questions were on the forefront of my mind as I launched an investigative journalism unit in our 8th grade writing class while also recalling the mantra of our special education team- “No decision about me without me.” How do I teach both advocacy and grade level writing standards without forcing a connection or having students merely regurgitate my ideas?

In an effort to address barriers with engagement for the writing unit, students were encouraged to investigate an issue that mattered to the community but also to them as individuals. Many students chose the Boston Public Schools high school selection process wherein an algorithm determines a child’s future. Boston Public Schools holds an annual lottery wherein families rank their high school options and a computer generated program determines their high school assignment based on location, ranking, sibling school placement, ESL codes and Special Needs codes. There are also schools that require an application process and/or an exam score for the opportunity to attend. The high school process in Boston is similar to applying to college in terms of selecting from various options and having different requirements for admission. In the case of students with IEP’s who receive educational support either in an inclusion setting or in a sub-separate classroom (80% of their school day), these students have less school options that go into the algorithm.

At the outset of the unit, I conferenced with students who were struggling to identify a relevant issue, and when meeting with one of my inclusion students, Andy, I mentioned the high school process and asked how he was feeling about it. I explained that he would get fewer options and asked which options he hoped he had. At the time, Boston Public Schools was not able to provide the inclusion seat options to students and families so the discussion was based solely on what we hoped we would see on his list of school choices even though non special education students were aware of all of their options.

This fact that he had less options and something different from his peers was life changing for Andy. As a student with language based learning disabilities who uses English in school and Vietnamese at home to communicate, one could argue he spends a great deal of his day working on using his language skills for self-advocacy, especially since his expressive and receptive language skills are low in both his L1 and L2. Language does not come easily to him. He is often quiet and frequently relies on his peers for expressive language and his teachers for receptive language.

When he learned of the inequity happening to him in regard to high school, he found his voice. I was nervous to name the issue because I worried about his self-perception and wanted to protect him from the harshness of a system that, for the fourteen years of my teaching career, has continued to disappoint me when it comes to supporting transitions for students from 8th grade to 9th grade. Was this more about my feelings than Andy’s? I had to name for myself that I was only giving him facts, and it was Andy who generated the real feelings that mattered the most.

Andy surveyed his classmates to gauge their reactions to learning students with IEPs get a reduced number of high school options. He interviewed his assistant principal in person and also interviewed the head of the Boston Public Schools Guidance Department via e-mail. Andy then participated in high school research—studying websites and visiting schools. With teacher support, he created a multi-paragraph news article highlighting the inequity that exists within Boston Public Schools for students with specific special needs. The fact that he produced multiple paragraphs that reflect grade level standards of including claim, evidence, and reasoning in his writing exceeded his IEP goals and highlighted his potential that had previously been unseen.

However, perhaps the biggest transformation that occurred is that for the first time in Andy’s life, he exercised his power through language and independently completed the application to his most desired high school. He had to complete a paper application that included family input, to request his transcripts and to generate an essay explaining the characteristics of a good school and a good student as well as detailing why he wanted to attend this specific school. It was the first time Andy was independent with a task involving multiple steps. He found his voice, and it was one of power.

I didn’t have to speak for him. He was able to speak for himself. Through discussing, thinking and writing, he was able to exercise his independence for the first time. I realize I don’t need to be advocating for him, I need to be advocating with him. How do I increase student voice and advocacy from those who need it most? This is the question I will continue to ask my students so that together we can be agents of change for a transition process in Boston Public Schools that is in desperate need of updates.

Andy reads his news article draft out loud with pride so he can receive feedback from his grandfather at the GPA Writing Celebration on December 16, 2015.